Psychology Class- Part 1 of 12

If you haven't yet, please read the introduction to this series. It will fill you in on what you're getting into by reading this post.

Okay, this is the first essay that I wrote for my PSY-300 course. This essay was due before the first night of class, so there was no interaction with my professor before I wrote it. We had the typical reading assignment which is the main source for the material. I start out with a quick description of what Psychology is, then I describe the four primary perspectives that drive the discipline. We were not required to provide a critique of them, but I did anyway. As I mentioned in the introduction post, this was originally written in APA format, so I have edited it for emphasis and hyperlinks to help you along. Please follow the links if you want to get a tighter grasp of what I am talking about.

Something to Look Forward To

In my efforts to finally obtain my degree in Computer Science I have been forced to take a couple detours. I found out earlier this year that I needed to take about four more classes than I originally anticipated when I enrolled. They told me that I had to take a few more electives, so I was quite ticked off (there goes another four months of time and another $4K down the crapper). I wasn't happy about the choices I had either. None of them had anything to do with my degree (like most electives). Psychology courses were available options, so I figured that I might give it a shot. (I had tried a psychology course earlier in college and almost failed it). Little did I realize just what was going on.

Interesting Thought About The Brain

Lately I've been reading a few books about raising kids, specifically about the father's role. One of the many common themes in them is that you must teach your kids not only by verbal instruction and correction, but also by example. They all stress that even if we are not active in any of those three, we are still teaching. Our children watch us intently and learn from everything we do and don't do, whether we intend to teach or not. This kind of behavior by children is recognized all over the psychological community. Kids do because we do, even though they may not have a deeper reason.